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All Journal International Journal of Health, Economics, and Social Sciences (IJHESS) Arabic and English Education Journal
Magdahalena
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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The Profile of a Successful Speech Sound Disorder Learner (A Psycholinguistic Analysis) Mutiara Ramadhani; Arqam; Ambo Dalle; Abdul Haris Sunubi; Magdahalena
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 6 No. 1: January 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v6i1.4737

Abstract

This study used the research subject of a 21-year-old male student with the initials AP. He was the third of four children to have a cleft lip from birth. Like most children, he attended public schools from elementary to college. Although the child has a speech disorder it does not hinder the educational process. He is known by people as a very friendly and confident child even though he was given the opportunity by his lecturer to participate in a student exchange in Jogja for four months. This study aims to find out how students deal with speech disorders. This research method uses a qualitative approach, data collection is carried out through interviews, documentation, and observation. The results of this study are: 1) Cleft lip sufferers as experienced by these students are congenital factors from birth where there are defects in the speech organs. Gaps in the gums and roof of the mouth cause nasal sounds; 2) Speech disorders can occur due to internal factors that involve genetic defects that are experienced since birth. This is thought to have occurred due to his mother having had an accident and having consumed candy station food which resulted in bleeding; 3) The shortcomings of the student are not a barrier to achieving what he aspires to. According to him, education is very important because without education it will be left behind in the era of increasingly rapid technology.
The Implementation of Quizizz Paper Mode to Improve Vocabulary Mastery at SD Negeri 52 Pinrang Besse Ummi Kalsum; Arqam; Abdul Haris Sunubi; Mujahidah; Magdahalena
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 4: October-2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i4.8102

Abstract

This study examines the implementation of Quizizz Paper Mode as a digital-based learning tool aimed at improving vocabulary mastery among fourth-grade students at SD Negeri 52 Pinrang. The study was motivated by the lack of student interest and performance in vocabulary learning due to traditional and monotonous teaching methods. A pre-experimental design was used involving a single group of 25 students who completed a pre-test, participated in four treatment sessions using Quizizz Paper Mode, and took a post-test. The study focused on two aspects of vocabulary: word meaning and word use. The results showed a substantial improvement in students’ vocabulary mastery. In word meaning, the percentage of students in the “Poor” category dropped from 80% to 32%, while those achieving “Very Good” increased from 4% to 20%. In word use, the “Poor” category decreased from 96% to 12%, and 36% of students reached “Very Good.” These findings indicate that Quizizz Paper Mode is an effective and engaging method for vocabulary instruction, especially in low-tech classrooms. The integration of game-based elements and real-time feedback made the learning process more interactive and enjoyable. Therefore, it can be concluded that the use of Quizizz Paper Mode not only significantly improves students’ vocabulary mastery but also increases their motivation and active participation in learning. This method is a promising and innovative alternative for English instruction in primary schools, particularly in low-tech learning environments.
AI Integration in English Language Education: Assessing Its Influence on Grammar and Vocabulary Mastery Ryna, Jumriana; Magdahalena; Abdul Haris Sunubi
Arabic and English Education Journal Vol. 1 No. 2 (2025): Arabic and English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/aeej.v1i2.10888

Abstract

Background: Artificial Intelligence (AI) has increasingly been adopted in language education to address persistent challenges in traditional instruction, particularly the limited personalization, delayed feedback, and constrained exposure to authentic language input. These issues often hinder learners’ progress in mastering essential components of language proficiency, such as grammar and vocabulary. Research Objectives: This study aims to examine the influence of AI-powered tutoring tools on the development of English grammar accuracy and vocabulary mastery among learners across varying proficiency levels. Specifically, it assesses whether AI-based instruction offers measurable advantages over conventional teaching methods. Methods: A mixed-methods approach was implemented using a quasi-experimental design with 100 English language learners divided equally into experimental and control groups. The experimental group received AI-assisted instruction using adaptive learning systems, while the control group followed traditional methods. Data were obtained through pre- and post-tests, surveys, and interviews. Quantitative data were analyzed using paired t-tests and ANOVA, while qualitative responses underwent thematic analysis. Results: Findings indicate that learners using AI-powered tools demonstrated greater improvements in grammatical accuracy and vocabulary retention compared to those receiving traditional instruction. The adaptive feedback mechanisms and personalized learning pathways significantly enhanced learner engagement and supported consistent progress. Qualitative insights further revealed positive learner perceptions regarding usability, motivation, and clarity of feedback provided by AI systems. Conclusions: The study concludes that AI integration contributes positively to English grammar and vocabulary development by offering individualized learning experiences and immediate corrective feedback. While AI cannot fully replace human instruction, it serves as an effective complementary tool. Further research is recommended to explore long-term impacts, ethical considerations, and strategies for optimizing AI use across diverse educational contexts.
Students' Readiness and Perception toward Smartphone-Based CBT in English Final Exams: A Case Study at MTs Darussalam Impa-Impa Djawad, Faridah; Mathla’ul Fajriyani P; Zulfah; Ambo Dalle; Magdahalena
Arabic and English Education Journal Vol. 1 No. 2 (2025): Arabic and English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/aeej.v1i2.14432

Abstract

Background: The integration of Computer-Based Testing (CBT) in education has grown significantly as a means to improve efficiency, reduce exam malpractice, and streamline assessment logistics. However, in semi-rural Islamic schools (madrasah/pesantren) in Indonesia, students are often restricted from using smartphones during the academic year and are only allowed to use them during final exams. This creates a unique challenge in evaluating both the technical and emotional readiness of students who encounter CBT with minimal digital exposure. Research Objectives: This study aims to examine the readiness and perception of Grade 9 students toward smartphone-based CBT in English final examinations at MTs Darussalam Impa-Impa. The study specifically investigates how students’ limited and episodic use of digital devices influences their technical ability and emotional responses, such as stress, confidence, and willingness to use CBT in the future. Methods: Using a descriptive quantitative design, the study collected data from 25 Grade 9 students through a structured Likert-scale questionnaire adapted from prior validated instruments. The questionnaire measured two dimensions: digital readiness and perception. Descriptive statistical analysis was used to interpret the findings, including mean scores, standard deviation, and visual representation. Results: The results show that students demonstrated moderate technical readiness (M = 3.6–3.9) but low emotional comfort, particularly in areas related to stress (M = 2.8) and willingness to adopt CBT in future exams (M = 2.6). These findings support the hypothesis that irregular digital exposure leads to reduced cognitive and emotional preparedness for CBT. Conclusions: This study highlights the need for context-sensitive CBT implementation in low-tech religious schools. Future research should explore training modules or simulations to enhance digital familiarity and emotional resilience among students with limited exposure.
Co-Authors Abdul Haris Sunubi Ambo Dalle Arqam Besse Ummi Kalsum Djawad, Faridah Mathla’ul Fajriyani P Mujahidah Mutiara Ramadhani Ryna, Jumriana ZULFAH